NEXT UP! Tone Madsen • Siri Mohammad-Roe Student’s Book Nemendabók
Tone Madsen Siri Mohammad-Roe NEXT UP! 1 Student’s Book Nemendabók
NEXT UP! 1 – Student's Book ISBN 978-9979-0-3035-5 ©2020 Cappelen Damm AS Höfundar: Tone Madsen og Siri Mohammad-Roe Ritstjóri norskrar útgáfu: Cecilie Cathrine Mileman Hönnun og umbrot: Bøk Oslo AS Forsíðumynd: Irina Bg / Shutterstock / NTB Scanpix, Volodymyr Goinyk / Getty Images Hönnun forsíðu: Claus Torp / Tank Design AS Ritstjóri íslenskrar útgáfu: Arna Guðríður S. Sigurðardóttir Þýðandi: Ástríður Einarsdóttir Staðfæring og faglegur yfirlestur: Birkir Már Viðarsson Málfarslestur: Ingólfur Steinsson Lista yfir heimildir, myndhöfunda og ljósmyndir er að finna aftast í bókinni. 1. útgáfa 2026 Miðstöð menntunar og skólaþjónustu Reykjavík Prentun: Prentmiðlun ehf. - Lettland Bókin er gefin út á Íslandi með leyfi Cappelen Damm AS . Bók þessa má ekki afrita með neinum hætti, svo sem með ljósmyndun, prentun, hljóðritun eða á annan sambærilegan hátt, að hluta eða í heild, án skriflegs leyfis höfunda og útgefenda.
Short introduction to Next up! 1 Student’s Book In Next up! 1 Student’s Book, we have put together five chapters for you about different topics. Each chapter consists of eight texts, including a Model text, an Easy read and a Further reading. Every chapter will introduce important words to your vocabulary. These words will be a focus throughout the chapter so you can learn to use them with confidence. These short tasks help you prepare to read. Through reading each model text and working with the tasks, you will practise writing a particular type of text. In Next up! 1, you will learn how to write an autobiographical text, an informative article, an opinion piece, an informal letter and a story. These texts are simple and easy to read. You will get to use skills learnt so far, and also work with important vocabulary and grammar. These texts offer you more of a challenge. You will get additional information on each topic and take your vocabulary and your thinking a little further. Complete these tasks to reflect on both your learning process and what you have learnt by working with each chapter. When you work with tasks and get stuck, look for this symbol. At the end of the book, you will find the Reference section. This is separated for you into two learning areas: Grammar: Seven word-classes explained in Icelandic, with examples in English. Language: Useful information about the English language, as well as tips about how to read, write and communicate successfully. Good luck with your studies! Siri & Tone Before reading MODEL TEXT easy read further reading Test Yourself Focus words
Contents Chapter A world of English 6 Language and grammar: the present tense, to ask questions Travelling words informative article 10 English – a world language map 13 Model text Cześć, hello, halló, hola! autobiography 14 The BFG (Roald Dahl) novel excerpt 23 “It’s all Greek to me!” idiomatic expressions 31 Ivan the Terrible (Anne Fine) novel excerpt 34 Easy read Excuse me, do you speak English? informative article 40 Further reading English – the “Babel fish” of the modern world informative article 44 Test yourself 48 Chapter Explore 50 Language and grammar: adjectives, the present tense Young inventors informative article 54 The creation of The Urban Legend interview 60 Could that be useful? photographs 65 Model text My dream destination informative article 66 The Curious Incident … (Mark Haddon) novel excerpt 72 Mary Shelley and Frankenstein’s monster informative article 78 Easy read One girl, one dream informative article 83 Further reading The Ocean Cleanup informative article 88 Talking Create a commercial oral assessment: presentation 92 Test yourself 94 Chapter Growing up 96 Language and grammar: linking words, the past tense, irregular verbs Q&A advice column 100 Dear diary, diary 107 The Rose That Grew from Concrete (Tupac Shakur) poem 112 Model text Food for thought opinion piece 114 Teenage styles through time photographs 121 The Halloween Party (R.J. Palacio) novel excerpt 123 Easy read Social gaming informative article 130 Further reading Make You Feel My Love (Bob Dylan) song lyrics 134 Test yourself 138
Chapter Encounters 140 Language and grammar: it and there, the indefinite articles Man’s furry friend informative article 144 Rebel stories: Coy Mathis (F. Cavallo and E. Favilli) story 150 Rebel stories: Iqbal Masih (Ben Brooks) story 153 Model text My London adventure informal letter 158 Bilingual signs signs 167 The Weight of Water (Sarah Crossan) novel excerpt 168 Easy read Greetings around the world! informative article 176 Further reading The Stolen Generations informative article 180 Test yourself 184 Chapter Let me tell you a story … 186 Language and grammar: synonyms, adjectives Six-word stories (L. Smith and R. Fershleiser) six-word stories 190 How to write a story instructions 194 Where Children Sleep (James Mollison) photographs 202 Model text Ex Poser (Paul Jennings) short story 204 Little Red Riding Hood and the Wolf (Roald Dahl) poem 212 Easy read A world of stories informative article 217 Further reading All Summer in a Day (Ray Bradbury) short story 220 Talking Dramatise a story oral assessment: dramatisation 230 Test yourself 232 Reference section 234 Málfræði (Grammar) 236 Tungumál (Language) 256 Lestrartækni (Reading strategies) 262 Tegundir texta og markmið með ritun (Text types) 263
1 A world of English English has become a global language. It is the language we use to connect with people across the world. Your world is already “a world of English”. The English language is all around you. In this chapter, you will get the chance to expand your skills and learn more about English – a language that connects us. Main targets: • to compare the English language with other languages you know • to explore where English is spoken • to know about some countries where English is primary or secondary language Language and grammar: • verbs in the present tense • how to ask questions in English Model text: autobiography Where do you think this photo was taken? What do the words on the stairs say? What does the purpose of life mean?
Focus words UNDERSTANDING 1 Explain the words Read the text: Icelandic is my mother tongue, but I learn other languages in school. I have a friend who is bilingual. Her mother is from Poland, so they speak both Icelandic and Polish at home. When we grow up we will need to communicate with people who don’t speak our language. If you can’t understand a language, for example when you travel abroad, you need an interpreter who can translate for you. a) The focus words are marked in the text. Work with a partner and explain the meaning of these focus words to each other. If you get stuck, try to explain the meaning of the words in Icelandic first. b) Write a short explanation in English for each word. If you like, use the sentence starters: A language is … A mother tongue is … You are bilingual when you … To translate is to … To communicate is to … An interpreter is a person who … To understand is to … To speak means to … To travel is to … mother tongue language bilingual translate Hæfniviðmið • Lesið, skilið og unnið með fjölbreyttan orðaforða úr ýmsum textum. • Tileinkað sér og nýtt fjölbreyttan orðaforða og viðeigandi hugtök sem tengjast ólíkum viðfangsefnum. (Lykilhæfni)
9 2 Translate the text a) Translate and write this text in English. Sara talar tvö tungumál. Hún er tvítyngd. Mamma hennar er íslensk og pabbi hennar er frá Marokkó. Þau tala saman á íslensku. Hún skilur ekki frönsku. Hvert er móðurmál Söru? b) Two of the focus words are missing in the text above. Can you figure out which ones? 3 Freewrite Freewriting er eins konar hugflæðisskrif. Þú skrifar niður allt sem þér dettur í hug, án þess að spá í réttritun, orðavali eða uppbyggingu. How do we communicate with each other? Freewrite for one minute. TALKING 4 Guess the word Work with a partner. Cut a sheet of paper into eight pieces and write one focus word on each. Turn these notes face down. Student A picks one note and explains the word to student B without using the actual focus word. Student B tries to guess the focus word. communicate travel understand speak interpreter What if Greta Thunberg didn’t speak English? Hæfniviðmið • Aflað sér upplýsinga úr texta, greint aðalatriði frá aukaatriðum og nýtt sér í verkefnavinnu. • Tekið þátt í óformlegu samtali með því að umorða og nota föst orðasambönd úr daglegu máli.
NEXT UP! 1 10 Travelling words You have probably heard about how the English language has spread across the world. But did you know that the Vikings once influenced the English language? In fact, the Vikings exported many words from Old Norse to England when they first travelled there in the Viking Age. At the beginning of the year 793 AD, the Vikings attacked the monastery at Lindisfarne in the north-east of England. The monks were brutally killed or enslaved. The Vikings stole all the treasures and damaged the monastery. This incident has traditionally been used to mark the beginning of the Viking Age (793–1066 AD). However, not all Vikings travelled to steal, burn and kill during the Viking Age. Most of them were probably just looking for fertile land or someone to trade goods with. Before reading Look at the title and the illustrations. What do you think this text might be about? probably – líklega to influence – að hafa áhrif Norse – norrænt AD – eftir krist a monastery – munkaklaustur enslaved – gerður að þræl an incident – atvik fertile – frjósamt to trade – að stunda viðskipti goods – vörur
11 1 A world of English The Vikings were also known as the Norsemen. Many of them first settled on the northern and eastern shores of England. In this area, many of the villages and cities have names that end with the Norse words by and torp, for example Grimsby and Scunthorpe. Grim, for example, was a common Norse name and Grimsby simply means “Grim’s village”. Norse words such as husbondi, knifr and taka are words that are still used in English, although these words have changed over time. Simply put, the Vikings were great shipbuilders and travelled far across the seas. On these travels, they took the Old Norse language with them. It is quite fascinating that English, the world language of today, still carries traces of the Vikings, don’t you agree? to settle – að nema land shore – strönd common – algengt simply put – í stuttu máli a shipbuilder – skipasmiður a trace – spor Lindisfarne monastery, Northumberland, Great Britain
NEXT UP! 1 12 UNDERSTANDING 5 Summarise and retell a) Write up to five keywords from each of the first three paragraphs in “Travelling Words”. When you summarise a text, it can be useful to read the whole text through once without stopping. The second time, read one paragraph, write some keywords, read the next paragraph, write some keywords, and so on. Then, check if you are able to summarise. If not, read the text one last time and write some more keywords for each paragraph. b) Work with a partner. Retell the text to each other using only the keywords you have written down. 6 What is the word? a) Norse words such as husbondi, knifr and taka are words that are still used in English. Write the words as they are spelled today. b) Choose three of the Norse words below. Write the words as they are spelled today. vindauga kaka egg fjorðr baggi uggligr klappa c) Write six sentences with the words from tasks a) and b). Use one of the words in each sentence. You should write the words as they are spelled today. TALKING 7 Discuss with a partner Most languages include words that originally come from another completely different language. Which foreign words do you use? Work with a partner to write a list. to summarise – að gera samantekt a paragraph – efnisgrein to spell – að stafa Hæfniviðmið • Lesið, skilið og unnið með fjölbreyttan orðaforða úr ýmsum textum. • Skrifað skilmerkilega um efni sem hann hefur lesið, séð eða heyrt. • Tekist á við margs konar aðstæður í almennum samskiptum, miðlað og tekið á móti upplýsingum.
13 1 A world of English English – a world language Before reading Think about the following: Why do they speak English in countries like the USA, Australia and India? Countries where English is the primary language Countries where English is one of the official languages TALKING 8 English around the world Work with a partner. Study the map and write the names of the countries where English is an official language or widely spoken. You will need an atlas for this task. 9 Discuss Why do you think English is spoken in countries in Africa? Discuss with your partner and write down your thoughts in keywords. 10 A chosen destination Look at the list you made in task 8. If you could travel to one of these countries, which one would you choose? First, freewrite for a couple of minutes. Then, explain to a partner why you would like to go there. primary language – fyrsta tungumál Hæfniviðmið • Tekist á við margs konar aðstæður í almennum samskiptum, miðlað og tekið á móti upplýsingum. • Tekið þátt í samræðum um kunnugleg málefni og látið skoðun sína í ljós.
NEXT UP! 1 14 Cześć, hello, halló, hola! My name is Jakub. Sometimes people ask me where I come from, as if I’m not from here. But I have lived in Reykjavík all my life. My father is from Poland. He came here to work and fell in love with my mother. At my house, we speak Icelandic, Polish and English. My parents still speak English with each other – maybe because it was their first contact language. While my mother speaks Icelandic with me and my siblings, my dad always speaks Polish. I understand everything he says, but I always answer him in Icelandic. I guess you can call me bilingual. When we visit family in Poland, we mostly communicate in English. People who speak Polish mix English words into their language, for example, bus, window and table. English is my favourite subject in school, in addition to maths. My new English teacher speaks mostly English in class. She says that we don’t get any better if we don’t try. Some of my classmates think it’s embarrassing to speak MODEL TEXT View from Reykjavik
15 1 A world of English English in class. It’s a bit funny, because we never think about it outside of class. We use many English words when we talk, text or play games. This year I have chosen to learn Spanish as well. I think it’s a good choice, because Spanish is spoken all over the world too. Besides, I like the way it sounds. In my spare time, I love to play online games. I play and chat with people all over the world, in English, of course. I also love football. My favourite team is Manchester City. I watch all the matches with my friends on one of the sport channels. My parents let me because I tell them I learn more English when I watch English football. I’m happy that I know more than one language – it makes communication so much easier for me.
NEXT UP! 1 16 UNDERSTANDING 11 Write questions Write at least two questions about each paragraph of the text. Example: Where is Isak from? 12 Answer questions Work with a partner. First, one of you reads one of your questions. Then, the other answers this question orally. Continue reading and answering each other’s questions. TALKING 13 Interview a partner a) Write down all the questions you need to ask to get the following information. Name: Age: Hometown: Mother tongue: Spare-time activities: Use of English in daily life: Use of English in the future: b) Use the questions you have prepared to interview a partner. Write their answers in keywords. c) Use your keywords from task b) to give a short presentation about your partner to your classmates. Example: This is Linda. She is …. who where why when what how Hæfniviðmið • Aflað sér upplýsinga úr texta, greint aðalatriði frá aukaatriðum og nýtt sér í verkefnavinnu. • Tekist á við margs konar aðstæður í almennum samskiptum, miðlað og tekið á móti upplýsingum. • Flutt frásögn eða kynningu um undirbúið efni af öryggi og svarað spurningum. • Geti sinnt hlutverki sínu í samstarfi og axlað ábyrgð. (Lykilhæfni)
17 to be – að vera 1. persóna I am eintala 2. persóna you are singular 3. persóna he/she/it is 1. persóna we are fleirtala 2. persóna you are plural 3. persóna they are GRAMMAR 14 Translate into English In pairs, translate the dialogue. Make sure you conjugate the verb to be correctly. Bank, bank! Hver er þar? Ég. Eruð þið ennþá vakandi? Þú ert seinn. Eruð þið reið? Nei, við erum bara svolítið þreytt. Mér þykir það leitt. Þetta er allt í lagi. 15 Let’s compete! Work with a partner. Write ten sentences in Icelandic with the verb að vera (to be). Make sure you use different pronouns in your sentences (ég, þú, við, hún og svo framvegis). Compete with another pair. Team 1 reads one of their sentences aloud in Icelandic. Team 2 translates the sentence into English. Each team gets one point if they translate correctly. Pay special attention to the verb. Example: Team 1: Hún er reið. Team 2: She is angry. Hæfniviðmið • Sýnt góð tök á orða- forða, meginreglum málnotkunar og notað tengiorð við hæfi.
NEXT UP! 1 18 Write an autobiography “Cześć, hello, halló, hola!” on page 14 is an excerpt from an autobiography. In it, Isak writes about his background, family, spare-time activities and the languages he speaks. Now you are going to write a similar text about yourself. Autobiography An autobiography is a history of a person’s life written or told by that person. The focus in “Cześć, hello, halló, hola!” is language: home language(s), school and language, and spare time and language. The text is structured like this: • title • first paragraph: hometown, family, language • second paragraph: school • third paragraph: spare-time activities, use of English in daily life Plan your writing a) Outline your own autobiography. Use the list in task 13 to plan a text about yourself. You should also include where you and your family come from, who you live with today and the languages you speak. Write down your answers in keywords. Alternatively, you can create a graphic organiser. b) Create a title. If you like, you can create a similar title to Isak’s using the languages you speak. Hæfniviðmið • Skrifað um skoðanir sínar, tilfinningar, reynslu og þekkingu með fjölbreyttum orðaforða. • Sýnt góð tök á orðaforða, meginreglum málnotkunar og notað tengiorð við hæfi. • Sýnt frumkvæði, sjálfstæði og ábyrgð í vinnubrögðum. (Lykilhæfni)
19 1 A world of English Structure your autobiography Structure Content Sentence starters First body paragraph Where do you live? What is your background? What language(s) do you speak at home? My name is … I live in … At home … I speak … Second body paragraph Where do you go to school? What are your favourite subjects? What languages do you learn in school? My favourite subject is … I like to …, because … I want to learn …, because … I find it difficult to …, because … Third body paragraph What do you like to do in your spare time? How do you use English in your daily life? In my spare time … I love to … I learn English from … I use English to … Checklist: • I have written an autobiographical text. • I have written about my background and the languages I speak. • I have written about my favourite subjects in school and my spare-time activities. • I have written sentences to explain how I use English. • I have checked that I have conjugated all my present tense verbs correctly. a body paragraph – efnisgrein
NEXT UP! 1 20 To conjugate verbs in the present tense Sagnorð lýsir aðgerð: walk, understand, talk, disappear Present simple – einföld nútíð Í ensku notum við einfalda nútíð þegar við tölum um eitthvað sem gerist reglulega, eitthvað sem við erum vön að gera og eitthvað sem ekki breytist. They leave early every morning. I play football on Tuesdays. Water boils at 100 degrees Celsius. Present continuous – samsett nútíð Í ensku notum við samsetta nútíð þegar við tölum um eitthvað sem er að gerast núna, og mun ljúka einhvern tíma. Svona verður samsett nútíð til: Hjálparsögnin to be í einfaldri nútíð + aðalsögnin að viðbættu -ing-form aftan við. They are leaving right now. (Meaning: They will be gone in a minute.) She is travelling the world. (Meaning: She will come home in two months.) I am boiling an egg. (Meaning: The egg will be done soon.) GRAMMAR 16 The present simple In my spare time, I love to play online games. I play and chat with people all over the world, in English, of course. I also love football. My favourite team is Manchester City. I watch all the matches with my friends on one of the sport channels. My parents let me because I tell them I learn more English when I watch English football. I’m happy that I know more than one language – it makes communication so much easier for me. a) Find at least four verbs in the present simple and write them down. b) Use the verbs you found to write four new sentences in the present simple. Two of the sentences should be in the singular and two should be in the plural. Example: play She plays football. (singular) They play football. (plural) plural – fleirtala Hæfniviðmið • Sýnt góð tök á orðaforða, meginreglum málnotkunar og notað tengiorð við hæfi.
21 1 A world of English 17 The present continuous Use the verbs you found in task 16 a) and write sentences in the present continuous. Example: play She is playing the piano. They are playing cards. 18 Describe the photo Study the photo and write at least five sentences in the present continuous to describe what the couple are doing. Example: She is relaxing.
NEXT UP! 1 22 19 Find the pronoun In sentences with proper nouns it can be difficult to choose the correct form of the verb. It can help to replace the proper noun with a pronoun. Examples: William speaks three languages. He speaks three languages. Liz and Jeff have relatives in Australia. They have relatives in Australia. Replace the proper noun with a pronoun in these sentences. a) Anna is bilingual. b) Andrew and Jessica are related. c) Isak speaks another language. d) Ellen plays football. e) Jenny and I go to the same school. f) Isak’s father speaks Urdu to his children. If you get stuck, look at the examples above. a proper noun – sérnafn a pronoun – fornafn Hæfniviðmið • Sýnt góð tök á orðaforða, meginreglum málnotkunar og notað tengiorð við hæfi.
23 1 A world of English Roald Dahl (1916–1990) is famous for writing short stories and novels for children. Charlie and the Chocolate Factory, The Witches and Matilda are some of his well-known novels. Roald Dahl was a master of words, and when he couldn’t find the right words, he invented new ones. Some of the words in his stories cannot be found in English dictionaries. Roald Dahl understood the child’s perspective and told his stories through the eyes of the children. A repeating theme in these stories is the struggle between good and evil. And the good always wins. To this day, his books are very popular children’s books. Another one of his great stories is The BFG – which you will sample next. The BFG In Roald Dahl’s novel, The BFG, a giant snatches young Sophie away one night from the orphanage where she lives. Back in his cave in Giant Country she finds out that not only is he friendly, but he is not even planning to eat her. Unlike the other giants in Giant Country, the BFG eats a foul-tasting vegetable he calls “a snozzcumber” instead of humans, and he speaks a funny language of his own. […] Sophie took a small nibble. ‘Uggggggggh!’ she spluttered. ‘Oh no! Oh gosh! Oh help!’ She spat it out quickly. ‘It tastes of frogskins!’ she gasped. ‘And rotten fish!’ ‘Worse than that!’ cried the BFG, roaring with laughter. ‘To me it is tasting of clockcoaches and slime-wanglers!’ ‘Do we really have to eat it?’ Sophie said. a dictionary – orðabók repeating – endurtekið a struggle – barátta Before reading Read the biography about Roald Dahl. Write down at least two facts that you remember from the text without checking. What do you think the letters BFG stand for? Do you know what the title is in Icelandic? to snatch – stela an orphanage – munaðarleysingjaheimili foul-tasting – bragðvont funny – hér: skrítinn a nibble – nart to roar – öskra Hæfniviðmið • Lesið sér til gagns og ánægju fjölbreyttar bókmenntir við hæfi, unnið með efni þeirra og gert sér grein fyrir gildi bókmennta. • Lesið, skilið og unnið með fjölbreyttan orðaforða úr ýmsum textum.
NEXT UP! 1 24 ‘You do unless you is wanting to become so thin you will be disappearing into a thick ear.’ ‘Into thin air,’ Sophie said. ‘A thick ear is something quite different.’ Once again that sad winsome look came into the BFG’s eyes. ‘Words,’ he said, ‘is oh such a twitch-tickling problem to me all my life. So you must simply try to be patient and stop squibbling. As I am telling you before, I know exactly what words I am wanting to say, but somehow or other they is always getting squiff-squiddled around.’ ‘That happens to everyone,’ Sophie said. ‘Not like it happens to me,’ the BFG said. ‘I is speaking the most terrible wigglish.’ ‘I think you speak beautifully,’ Sophie said. ‘You do?’ cried the BFG, suddenly brightening. ‘You really do?’ ‘Simply beautifully,’ Sophie repeated. ‘Well, that is the nicest present anybody is ever giving me in my whole life!’ cried the BFG. ‘Are you sure you is not twiddling my leg?’ ‘Of course not,’ Sophie said. ‘I just love the way you talk.’ ‘How wondercrump!’ cried the BFG, still beaming. ‘How whoopsey-splunkers! How absolutely squiffling! I is all of a stutter.’ ‘Listen,’ Sophie said. ‘We don’t have to eat snozzcumbers. In the fields around our village there are all sorts of lovely vegetables like cauliflowers and carrots. Why don’t you get some of those next time you go visiting?’ The BFG raised his great head proudly in the air. ‘I is a very honourable giant,’ he said. ‘I would rather be chewing up rotsome snozzcumbers than snitching things from other people.’ ‘You stole me,’ Sophie said. ‘I did not steal you very much,’ said the BFG, smiling gently. ‘After all, you is only a tiny little girl.’ […] winsome – sjarmerandi patient – þolinmóður to brighten – að lýsa upp to twiddle – hér: snúa to beam – skína a stutter – stam a cauliflower – blómkál proudly – með stolti honourable – heiðvirður gently – varlega Quentin Saxby Blake (born 1932) is a British illustrator, cartoonist and author of children’s books. He is perhaps best known for his illustrations in Roald Dahl’s books, but he has illustrated more than 300 books by several authors, including his own.
25 1 A world of English
NEXT UP! 1 26 UNDERSTANDING 20 Summarise Use the following keywords to write your notes about The BFG. Author: Title: Setting: Main characters: What I learn about Sophie: What I learn about the BFG: This happens in the text: 21 Work with words The BFG uses many strange words when he speaks. Some are not real English words. a) Find five sentences in the text where the BFG uses his made-up words. Write down the sentences you have found. b) Replace the BFG’s words with real English words. Write down your sentences. Example: ‘How wondercrump!’ cried the BFG, still beaming. ‘How wonderful!’ cried the BFG, still beaming. Reading the sentence in context can help you think of a word that will fit. Read both the sentence that comes before the one you have found, and the sentence after. c) How does the text change when you replace the BFG’s words with real English words? Is the text easier or more difficult to understand? Write at least one sentence to explain. If you like, you can start like this: I think the text is … because … A setting is where and when a story takes place. Examples: The story is set in London in the 1800s. The story is set at football practice in the afternoon. an author – höfundur a main character – aðalpersóna to replace – skipta út a context – samhengi
27 1 A world of English d) It is easy to understand what the BFG means to say, even though he makes up his own words. Why is that? Write at least one sentence to explain. If you like, you can start like this: I understand what the BFG means to say because … GRAMMAR 22 Work with verbs a) Find the verbs in the introduction to The BFG on page 23 and write them down. If you don’t know the meaning of the verbs, make sure you look them up. To conjugate verbs in the present simple 1. persóna I think eintala 2. persóna you think 3. persóna he/she/it thinks 1. persóna we think fleirtala 2. persóna you think 3. persóna they think Í 3. persónu eintölu bætum við -s aftan við grunnmynd sagnorðsins til að mynda nútíð. Ef sagnorðið endar á s-hljóði (blísturhljóði) bætum við -es aftan við. Dæmi: He snatches Sophie one night. Fleiri dæmi um blísturhljóð eru -x, -s, -z, -sh, -ch: mixes, misses, wizzes, hushes, watches Hæfniviðmið • Sýnt góð tök á orðaforða, meginreglum málnotkunar og notað tengiorð við hæfi.
NEXT UP! 1 28 b) Use the verbs in the third-person plural (they) to write your own sentences. The sentences you write can be about something other than Sophie and the BFG. Example: A giant snatches young Sophie away one night from the orphanage where she lives. The giants snatch children. They live in Giant Country. c) How do you conjugate a verb in the present simple? Have a look at the sentences below. Write your own sentence to explain how you conjugate a verb in the present simple. I like the Giant a lot. You speak beautifully. She tastes the snozzcumber. They listen to each other. If you get stuck, try to explain in Icelandic first. Study the grammar on page 27 to help you with your explanation. 23 Correct the verbs Read the following sentences and look closely at the verbs. Some of the verbs have not been conjugated correctly. ‘I is speaking the most terrible wigglish.’ ‘Are you sure you is not twiddling my leg?’ ‘I is a very honourable giant,’ he said. Change the incorrect verbs and rewrite the sentences. plural – fleirtala to conjugate – að beygja sagnorð
29 1 A world of English 24 Write yes/no questions Rewrite these sentences into questions. Write an answer to every question. Make sure your answers begin with yes or no. a) Sophie is afraid of the BFG. b) He is a friendly giant. c) Sophie is a bad girl. d) The BFG and Sophie are friends. e) The BFG is planning to eat Sophie. f) The other giants in Giant Country are very mean. g) He is a very honourable giant. Yes/no questions Við getum búið til setningar án þessa að nota spurnarorð. Í setningum með to be skipta frumlagið og sagnorðið um stað. Þetta gerum við líka í íslensku. Slíkar spurningar kallast já og nei spurningar þrátt fyrir að þeim sé sjaldnast svarað eingöngu með já eða nei. Dæmi: The BFG is a scary giant. BFG er hræðilegur risi. Is the BFG a scary giant? Er BFG hræðilegur risi? Yes, he is a scary giant. Já, hann er hræðilegur risi. No, he is not a scary giant. Nei, hann er ekki hræðilegur risi. Hæfniviðmið • Skrifað skilmerkilega um efni sem hann hefur lesið, séð eða heyrt. • Sýnt góð tök á orða- forða, meginreglum málnotkunar og notað tengiorð við hæfi.
NEXT UP! 1 30 WRITING 25 Write a description a) Look at the illustration of Sophie and the BFG on page 25. Describe what the BFG and Sophie look like, and what they are wearing. Write at least six sentences. Example: The BFG has a big nose. Sophie wears glasses. When you describe something, you use adjectives. small pretty brown stupid funny b) When you read a story, you get an impression of the characters’ personalities through what they say, how they act and what they do in the story. In The BFG you read about Sophie and the BFG. What kind of qualities do the BFG and Sophie have? Write at least four sentences in the present tense. Example: The BFG is scary. Sophie is a tough girl. c) What are the opposites of the adjectives you have used in task b)? Write down the word pairs. Example: kind – mean an opposite – andstæða Hæfniviðmið • Skrifað lipran, sam- felldan texta af ólíkum gerðum í samræmi við inntak og tilgang með skrifunum. • Skrifað skilmerkilega um efni sem hann hefur lesið, séð eða heyrt.
31 1 A world of English “It’s all Greek to me!” This title is what we call an idiomatic expression. It does not necessarily mean exactly what it says. Idiomatic expressions are different from country to country, and they do not always make sense when you translate them. UNDERSTANDING 26 Work with idiomatic expressions Read the sentences below. What do you think these idiomatic expressions mean? When I see a merry-go-round, I always get cold feet. It took two weeks before I received the letter, but better late than never. Stop complaining, we are all in the same boat! I lied about where I was last night. Now I am on thin ice. Write a short explanation in English for each of them. Before reading Read the title of the text. What do you think it means? an idiomatic expression – orðtak Hæfniviðmið • Lesið, skilið og unnið með fjölbreyttan orðaforða úr ýmsum textum.
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33 1 A world of English TALKING 27 Find the meaning a) Work with a partner. Choose four idiomatic expressions from page 32. What do you think these expressions could mean? Discuss with your partner and write down your explanations. b) Use at least two of the idiomatic expressions you chose in task 27 a) in a short text or a dialogue. 28 Perform a dialogue Work with a partner: Choose two of the idiomatic expressions you worked on in the previous tasks. Use the expressions in two different dialogues. Perform the dialogues in front of the class. Example: Student A: Wow, look at that snake. Do you want to try to hold it? Student B: No way! I freak out just looking at it. Student A: Come on, don’t be a chicken! Hæfniviðmið • Tekist á við margs konar aðstæður í almennum samskiptum, miðlað og tekið á móti upplýsingum. • Samið, æft og flutt eigið efni, einn eða í félagi við aðra.
NEXT UP! 1 34 Anne Fine (1947– ) was born in England. She is best known for writing children’s books, although she also writes for adults. Several of her books have been adapted for television or film. She has won numerous prizes, and her work has been translated into more than forty languages. Ivan the Terrible In Anne Fine’s novel Ivan the Terrible we meet Ivan, a Russian boy who is new at school. Ivan’s mother tongue is Russian, and he does not speak English yet. The head teacher, Mrs Blaizely, turns to Boris, a bilingual student, for help. Since Boris speaks both English and Russian, he is in Mrs Blaizely’s eyes perfect for the job as Ivan’s interpreter. Mrs Blaizely tells Boris to bring Ivan to assembly, where she can introduce him to the other students. Boris’ job as an interpreter turns out to be quite a challenge, and Ivan turns out to be quite a character. […] Mrs Blaizely’s got a thing about running what she calls ‘a civilized school’. She says she wants everyone at St Edmund’s to have good manners and a positive attitude. So we began Assembly by singing that wimpy little song about remembering to be grateful for everything round us. (Lulu once wrote a joke version of it about not being grateful for empty beer cans, or sick on the pavements, or homework or dog poo. Mrs Shah said it was ‘a brilliant spoof’ and pinned it on the display board. She kept it up right through till Parents’ Evening. Then she lost her nerve and suddenly it vanished.) Before reading You have just started lower secondary school. How do you feel about being a student at your new school? Freewrite for a couple of minutes. although – þrátt fyrir adapted – aðlagað a head teacher – yfirkennari assembly – samkoma quite a character – einstakur náungi lower secondary school – unglingadeild wimpy – aumingjalegur sick – hér: æla a spoof – skopstæling to vanish – hverfa
35 1 A world of English After we’d finished singing ‘In Our Wonderful World’, some of the children in the nursery put on a little show about being kind to animals and taking care of your pets. It wasn’t up to much, but we all clapped to show our good manners and positive attitude. Then Mrs Blaizely begged us all to make less noise in the corridors and not drop so much litter. (We hear that so often it’s practically our morning prayer.) And then we came to our bit. Mrs Blaizely changed to her really bright and enthusiastic voice. ‘I have someone to introduce to you,’ she said to everyone. ‘His name is Ivan and he comes from a huge country called Russia. Russia’s so big that some snowy parts in the north are way up in the Arctic Circle while some parts in the south are so dry that they’re desert.’ She beckoned to Ivan. ‘Don’t be shy. Come up here on stage so everyone can see you and know that they’ve got to be especially thoughtful and considerate until you’ve settled in.’ I gave Ivan a little push and he walked up the steps. I thought he’d just blush and stay at the side of the stage, shuffling his feet in an embarrassed fashion like everyone else who’s ever been new to the school. a nursery – leikskóli manners – mannasiðir litter – rusl huge – risastór to beckon – kalla considerate – tillitssamur to settle in – koma sér fyrir to shuffle one’s feet – tipla fram og til baka
NEXT UP! 1 36 But no. He swept forward right to the middle, almost next to Mrs Blaizely, turned to face us all and did a sort of smart military bow from the waist. Then he straightened up, threw his arms out wide, and said in the loudest, clearest Russian: ‘Greetings to all you lowly shivering worms.’ I was still staring when Mrs Blaizely beckoned. She wanted me up the steps and standing next to Ivan. I didn’t have a choice. ‘Now,’ she said. ‘Boris is going to tell us, in English, exactly what Ivan just said to us in Russian.’ She turned to me. ‘Well, go on.’ I tell you frankly, this was my big mistake. If I’d just done it, just gone ahead and told her straight off: ‘He said, “Greetings to all you lowly shivering worms”,’ I could have saved myself a heap of trouble. But I couldn’t do it. Look at it this way. There he was, on his first day in a new school. For all I knew, it could have been his very first week in a new country, his first day in his new house, almost his first words in his brand-new life (apart from arguing with his mother about whether or not to come through the school gates in the first place). And he’d been called up to stand on stage with everyone staring. I thought he must have panicked, and said something silly as a sort of joke, not realising that in our civilized school where everyone’s supposed to have good manners and a positive attitude, it wasn’t going to work, and everyone was going to end up staring at him even more. Lowly shivering worms? It’s pretty rude. I couldn’t let him get himself into everyone’s bad books so quickly. So I just told them: ‘Ivan said, “Good morning, everyone”.’ I thought we’d get away then. I thought Mrs Blaizely would nod at us, and we’d troop off the stage. I’d tick him off (in Russian) and we’d start the day again. But no such luck, because Ivan hadn’t finished. He stepped forward again. ‘No doubt you’ll all be half-witted enough to welcome me amongst you,’ he said (in Russian). ‘Your tiny, dim-bulb to sweep forward – þjóta fram lowly – ómerkilegur a heap of trouble – heilmikil vandræði to argue (with somebody) – að rífast (við einhvern) whether or not – hvort to stare – stara rude – dónalegur to troop off – marsera af stað to tick someone off – pirra half-witted – heimskur tiny – pínulítill dim-bulb – hér: tregur
37 1 A world of English brains are simply not capable of seeing that I have secret powers which I intend to use to turn the whole pack of you into my slaves.’ He beamed and gave another of his smart bows. There was a pause. Then Mrs Blaizely glanced at me enquiringly. ‘Boris?’ I took a deep breath. ‘I am delighted to be here,’ I pretended to translate for Ivan. ‘I think this school looks very nice. And everyone looks very kind and friendly. I really hope I’ll settle in soon and make a whole load of new friends.’ ‘That’s lovely,’ said Mrs Blaizely. She turned to Ivan. ‘And I’m sure everyone in this hall wants to join me in wishing you well and hoping you feel at home as soon as possible.’ Ivan turned to me. ‘What did she say?’ I wasn’t going to risk him coming out with another barrage of insults. So I looked Ivan in the eye and told him, ‘She said, “Watch your fat tongue, New Boy, or I’ll break off your arm and bash you with the soggy end.”’ I really hoped he’d look at Mrs Blaizely with a new respect. But he just grinned and walked down the steps from the stage. Feeling a bit of a wally, I followed him. End of Assembly. And thank heaven for that. […] to intend – ætla sér to glance – leit enquiringly – spyrjandi delighted – himinlifandi to pretend – þykjast a barrage – bylgja an insult – móðgun to bash – berja soggy – hér: blautur to grin – brosa breitt a wally – bjáni
NEXT UP! 1 38 UNDERSTANDING 29 Summarise Use the following keywords to write your notes about the excerpt from Ivan the Terrible. Author: Title: Setting: Main characters: What I learn about Boris: What I learn about Ivan: What I learn about Mrs Blaizely: This happens in the text: 30 Vocabulary These are some of the verbs from Ivan the Terrible. Write a sentence with each verb in the present simple. Example: to stare He stares at the computer screen. A setting is where and when a story takes place. Examples: The story is set in London in the 1800s. The story is set at football practice in the afternoon. to stare to glance to pretend to tick someone off to settle in to vanish Hæfniviðmið • Lesið sér til gagns og ánægju fjölbreyttar bókmenntir við hæfi, unnið með efni þeirra og gert sér grein fyrir gildi bókmennta. • Lesið, skilið og unnið með fjölbreyttan orðaforða úr ýmsum textum. • Tileinkað sér og nýtt fjölbreyttan orðaforða og viðeigandi hugtök sem tengjast ólíkum viðfangsefnum. (Lykilhæfni)
39 1 A world of English TALKING 31 Explain in English The marked words in this paragraph might be new to you. Find out what they mean. Choose at least three of the words and explain what they mean in English to a partner. Mrs Blaizely’s got a thing about running what she calls ‘a civilized school’. She says she wants everyone at St Edmund’s to have good manners and a positive attitude. So we began Assembly by singing that wimpy little song about remembering to be grateful for everything round us. (Lulu once wrote a joke version of it about not being grateful for empty beer cans, or sick on the pavements, or homework or dog poo. Mrs Shah said it was ‘a brilliant spoof’ and pinned it on the display board. She kept it up right through till Parents’ Evening. Then she lost her nerve and suddenly it vanished.) Reading a word in context can help you understand what it means. Read the whole sentence, as well as the one before or after it. 32 Act out the scene The main part of the text is when Boris translates for Ivan at Assembly. Act out this scene with Boris, Ivan and Mrs Blaizely in groups of three. Write down the lines that your character says. Practise with your group and act out the scene. 33 Create a dialogue Work with a partner. What do you think Boris and Ivan would say to each other after Assembly? Write the dialogue together, at least five lines each. Perform the dialogue. a context – samhengi a line – lína Hæfniviðmið • Lesið, skilið og unnið með fjölbreyttan orðaforða úr ýmsum textum. • Tjáð sig skipulega um efni sem hann þekkir eða hefur unnið með í námi sínu og brugðist við spurningum. • Samið, æft og flutt eigið efni, einn eða í félagi við aðra. • Geti sinnt hlutverki sínu í samstarfi og axlað ábyrgð. (Lykilhæfni)
NEXT UP! 1 40 Excuse me, do you speak English? Babies cannot speak. They have to communicate in other ways. They smile, cry or wave their hands. They lift their eyebrows or make eye contact. We call this body language. Later they learn to speak. The first language we learn, we call our mother tongue. More than 400 million people speak English as their mother tongue. 1.4 billion people speak English as their second language. English is a world language. It makes it possible for people around the world to understand each other. How do you use this global language? You learn English in school. You use English in your spare time as well. Many of the films and TV-shows you watch are in English. Many of the songs you listen to are in English. You also learn English when you play online games. When you get older, you might travel to other countries. Maybe you will study or work in an English-speaking country? Learning a new language can be challenging. But through English, you can communicate with people who do not speak your mother tongue. You can make friends all over the world! easy read Before reading Read the title. Think about the following: In what situations might you need to ask that question? to speak – að tala to communicate – hafa samskipti to cry – gráta to wave – vinka eyebrows – augabrúnir body language – líkamstjáning to learn – læra mother tongue – móðurmál second language – annað mál world language – heimstungu- mál possible – mögulegt to understand – skilja spare time – frítími to watch – horfa á an online game – netleikur might – gæti to travel – ferðast challenging – ögrandi through – hér: með hjálp frá
41 1 A world of English UNDERSTANDING 34 Work with the text a) How do babies communicate? Write a list. Example: They smile. They … b) What do we call the first language we learn to speak? Write down your answer. Draw a quick sketch to represent this word. a sketch – skissa, teikning Hæfniviðmið • Aflað sér upplýsinga úr texta, greint aðalatriði frá aukaatriðum og nýtt sér í verkefnavinnu.
42 c) Find the numbers in the text. What information do we get from these numbers? Write two sentences. d) How can you learn English in your daily life? Give two examples from the text. If you like, you can start like this: You can learn English when you … You learn English from … 35 Learning English Write down two reasons why it is important to learn English. If you like, you can start like this: It is important to learn English because … Also, … WRITING 36 Your languages a) What is your mother tongue? Write one sentence. Example: My mother tongue is Russian. b) What is your second language? Write one sentence. Hæfniviðmið • Skrifað um skoðanir sínar, tilfinningar, reynslu og þekkingu með fjölbreyttum orðaforða.
43 1 A world of English 37 My English When do you use English? Write at least two sentences. If you like, you can start like this: I use English when … I hear English when … I speak English when … GRAMMAR 38 Find the verbs Sagnorð lýsa aðgerð: speak, learn, play. Við notum einfalda nútíð (present simple) þegar við tölum um eitthvað sem við erum vön að gera. Re-read the text: They smile, cry or wave their hands. They lift their eyebrows or make eye contact. We call this body language. Later they learn to speak. The first language we learn, we call our mother tongue. Find at least three verbs in the present simple. Example: smile 39 Write sentences Use three verbs from task 38 and write sentences. Þú bætir -s aftan við sagnorðið þegar það á við he, she eða it. Dæmi: She speaks English every day. present simple – einföld nútíð Hæfniviðmið • Sýnt góð tök á orðaforða, meginreglum málnotkunar og notað tengiorð við hæfi.
NEXT UP! 1 44 English – the “Babel fish” of the modern world According to the Bible all people on Earth originally spoke the same language. However, when the people of Babel tried to build a tower all the way into heaven, God punished them. He confused their language so that they no longer could communicate. Not being able to understand each other was considered a hard punishment. There are approximately 7000 languages in the world today. Most of these languages are only understood by the people who speak them as their mother tongue. This means that most of us can’t use our own language to communicate with people from other parts of the world. We have to find a common language that both can speak and understand. Languages that are used as common languages across the world are called “world languages”. So, what defines a world language? Well, firstly it has to have many speakers. Mandarin Chinese, Hindi and Arabic are all languages that have many speakers. Still they are not world languages because each language is limited to a geographical region. Which leads to the second point. A world language has to be used across national borders. Both English and Spanish are used all over the world, so they both qualify as world languages, but English has by far the most users. It is the “lingua franca” of the world community. English is even the official language of the sky. On international flights, all pilots speak English to each other, to passengers and to the ground crew. People all over the world learn English as a second language in school. The growth of the English language over the last couple of generations has meant a lot for communication across borders. But it has also had effects on native languages. You use far more English in your daily language further reading Before reading Scan the text quickly and look at the illustration. What type of text do you think this is (for example interview, fairy tale, instruction, informative article, short story)? according to – samkvæmt however – samt sem áður to consider – hér: álitið approximately – um það bil limited – takmarkað a lingua franca – alþjóðlegt tungumál a community – samfélag
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